Ask a Researcher – Contributors
Angi Waldo has been in education for more than 10 years. During this time she has been a successful high school mathematics teacher and also served as a model classroom for best practice in the district. She is currently working as the district lead mathematics instructional coach for Rowan Salisbury Schools. In this position, Angi supports building-level instructional coaches and math teachers, providing job-embedded professional development, co-teaching/planning, and model lessons. She also works directly with district-level leaders to support implementation of best practice in math classrooms.
Bernard leads language learning and teacher development for Highline Public Schools in the Seattle metro area. Since 2008 he has led the establishment of 8 Dual Language programs, and has focused on developing long-term strategy to develop, recruit and retain excellent bilingual educators to reflect the community. His experience includes serving as the chair of Washington State’s Bilingual Education Advisory Committee, providing statewide advocacy with a range policy makers. Additionally, Bernard is engaged in a number of regional and statewide initiatives to develop and improve students’ access to high quality bilingual education. Since 2015, Bernard has also lead extensive work to support the induction of new teachers. He earned his B.A. degree at Seattle University in Political Science and History and his M.Ed from Boston College. Follow Bernard on Twitter at @Bernard.Koontz
Carly Robinson is a Ph.D. Candidate in Education at Harvard University in the Human Development, Learning, and Teaching concentration. Her interests lie at the intersection of social psychology, education, and youth development. Her current research focuses on developing and testing interventions that mobilize social support for students to improve student outcomes. See full bio.
Caroline Karnes taught high school and middle school English in Tennessee and Maine. She now stays home with her two children and volunteers at their elementary school where she focuses on family literacy, nature-based education and parent engagement. She holds a Master’s degree in Prevention Science and Practice from the Harvard Graduate School of Education.
Catherine Snow is the Patricia Albjerg Graham Professor of Education at the Harvard Graduate School of Education. She is an expert on the language and literacy development of preschool, elementary, and middle school learners. Her extensive research looks at which teaching interventions and techniques are most effective in helping children acquire literacy and language skills. She also studies bilingual education and testing policy. See full bio
David Dockterman is a lecturer at the Harvard Graduate School of Education and an expert at putting education research into practice. His work currently focuses on how technology can support personalized learning for individuals and groups. He has designed dozens of award-winning educational computer programs. See full bio
Edward P. Clapp
Edward P. Clapp is a principal investigator at Project Zero interested in exploring creativity and innovation, design and maker-centered learning, contemporary approaches to arts teaching and learning, and diversity, equity, and inclusion in education. Edward and his colleagues explore these issues with their teacher partners through a variety of different collaborative inquiries In addition to his work as a researcher, Edward is also a Lecturer on Education at the Harvard Graduate School of Education. In 2017 Edward partnered with Digital Promise on a Maker Learning Research Webinar on Maker Empowerment. See full bio
Dr. Eian Harm is the Research & Mastery Learning Coordinator for the West Ada School District in Idaho. Prior to his current position he was as a secondary science teacher and before that a hydrogeologist for an engineering firm. Eian’s current focus is on competency-based and personalized learning, development of methods to increase student ownership of learning, authentic instruction, and defining effective use of digital tools in the classroom.